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Sandra Anne Leiterman – ProQuest LLC, 2023
This descriptive case study explores undergraduate student experiences and perceptions in corequisite college algebra courses at an Arkansas university. Corequisite models enroll students in credit-bearing college algebra paired with required supplemental academic support. Current research has largely focused on pass rates or DFW rates. However…
Descriptors: Algebra, College Mathematics, Academic Achievement, Mathematics Achievement
Ayse Arzu Ari; Baris Demir – Shanlax International Journal of Education, 2023
The aim of this study is to investigate the effect of using manga comics in Linear Algebra course on elementary mathematics teacher candidates' attitudes and achievement towards the course. Pre-test-post-test control group experimental design was used in the study. The study was conducted with 48 elementary mathematics teacher candidates' taking…
Descriptors: Algebra, Cartoons, Elementary School Teachers, Mathematics Teachers
Angelina G. González Peralta; Mario Sánchez Aguilar – Pedagogical Research, 2024
This article presents a study investigating the use of games in undergraduate mathematics instruction, with a specific focus on students' perspectives regarding post-instructional quiz games. The study explores students' opinions on the implementation of a linear algebra quiz game as a supplementary learning tool. A survey was administered to 78…
Descriptors: Educational Games, College Mathematics, Undergraduate Students, Student Attitudes
Suppa, Siobahn; Hohensee, Charles – Mathematics Teacher Education and Development, 2021
Pre-symbolic algebra has been advocated for as a mathematics topic elementary students should experience to better prepare them for middle and high school algebra. However, most elementary pre-service teachers have little to no experience with pre-symbolic algebra. The study reported here analysed the struggles that ten elementary pre-service…
Descriptors: Algebra, Preservice Teachers, Elementary School Students, Mathematics Instruction
Ryan, S. D.; Nawalaniec, T. M. – PRIMUS, 2022
In this work, we studied the use of open education resources (OER) in the form of online modules combined with an open textbook as it relates to student performance and perceptions in a Linear Algebra course. In this approach, we compared student performance and perceptions from three sections of this intermediate level mathematics course. One was…
Descriptors: Open Educational Resources, Algebra, Mathematics Instruction, Online Courses
Lu, Ming-Tsan Pierre; Setayesh, Shaghayegh – International Journal of Educational Methodology, 2022
To improve college students' achievement and success rate in the College Algebra course, a new program called Link2Success (L2S) was implemented in several sections of the course at the study's university. The program required students to increase their class time to six hours. Three of those hours were spent with certified tutors who helped…
Descriptors: Program Effectiveness, College Freshmen, Mathematics Achievement, Algebra
Habtamu, Shenkut Belhu; Mulugeta, Atnafu Ayele; Mulugeta, Woldemichael Gebresenbet – Pedagogical Research, 2022
This study aimed to examine the effect of cooperative problem-solving method on grade nine secondary school students' motivation towards learning algebra. In this study, pretest-posttest non-equivalent group quasi-experimental design was employed. The data were collected from 142 grade ninth students using mathematics motivation questionnaire and…
Descriptors: Cooperative Learning, Problem Solving, Student Motivation, Mathematics Instruction
Andriunas, R.; Boyle, B.; Lazowski, A. – PRIMUS, 2022
This paper discusses a project for linear algebra instructors interested in a concrete, geometric application of matrix diagonalization. The project provides a theorem concerning a nested sequence of tetrahedrons and scaffolded questions for students to work through a proof. Along the way students learn content from three-dimensional geometry and…
Descriptors: Algebra, Geometry, Matrices, Mathematics Instruction
Mowahed, Ahmad Khalid; Song, Naiqing; Xinrong, Yang; Changgen, Pei – International Electronic Journal of Mathematics Education, 2020
This study explored the influence of proof understanding strategies and negative self-concept on undergraduate Afghan students' achievement in modern algebra 1. To examine the relationships among proof understanding strategies, negative self-concept and achievement in modern algebra 1, we used structural equation modeling on data collected from…
Descriptors: Validity, Mathematical Logic, Algebra, Mathematics Achievement
González Peralta, Angelina G.; Aguilar, Mario Sánchez – International Electronic Journal of Mathematics Education, 2023
Educational research has reported different benefits related to the use of practice tests. In the case of the teaching and learning of mathematics, evidence has been found that the use of practice tests is associated with an improved performance in standardized tests. However, it is less known about the emotions that students experience during…
Descriptors: Undergraduate Students, Emotional Response, Mathematics Tests, Drills (Practice)
Teixeira, Katiuscia Costa Barros – PRIMUS, 2023
In this study, we evaluate an innovative method to improve the teaching of linear algebra. The use of peer instruction in conjunction with a seminar strategy and supported by didactic engineering is proposed as a means to facilitate the mastery of abstract concepts, the undertaking of innovative research in problem solving, and the practical…
Descriptors: Algebra, Mathematics Instruction, Peer Teaching, Teaching Methods
Laura Ann Jackson Guillion – ProQuest LLC, 2024
English learners with disabilities graduate from high school at lower rates than non-disabled, non-minority peers. These students face complex learning and performance challenges because of their learning disabilities and lack of English proficiency. The qualitative research question addressed how ten adult alternative high school English learners…
Descriptors: Students with Disabilities, English Language Learners, Graduation Requirements, Algebra
Agustyaningrum, Nina; Sari, Riska Novia; Abadi, Agus Maman; Mahmudi, Ali – International Journal of Instruction, 2021
This study aims to find out the dominant factors that cause students' difficulties in learning abstract algebra. The factors investigated in this study focused on attitude, motivation, prior knowledge, lecturer performance, learning methods, as well as teaching materials. This study is a descriptive research using a survey method. We involved 30…
Descriptors: Algebra, Foreign Countries, College Students, Student Problems
Lau, Wilfred W. F. – Mathematics Education Research Journal, 2021
This study examined changes in beliefs and confidence of 24 pre-service mathematics teachers after they participated in professional learning in an algebra pedagogy course, which addressed an under-researched area about their domain-specific beliefs in teaching algebra. A single-group pretest-posttest design was adopted. Quantitative data were…
Descriptors: Preservice Teachers, Preservice Teacher Education, Mathematics Teachers, Mathematics Instruction
Skuratowicz, Eva; Ota St. Clair, Serena; Pritzlaff, Rikki; Anderson, Cassandra; Menefee, Michael; Miller-Loessi, Karen – Community College Journal of Research and Practice, 2020
This paper compares the effectiveness of contextualized developmental intermediate algebra to the more traditional developmental intermediate algebra approach, for students at two community college campuses located in two counties in the Pacific Northwest. We assessed four student outcome measures of effectiveness: likelihood of passing algebra,…
Descriptors: Comparative Analysis, Algebra, Remedial Instruction, Community Colleges